There is limited evidence concerning effective concussion education for collegiate-aged athletes.

Objective To evaluate the initial effectiveness of an interactive, theory-driven education platform to improve concussion related-knowledge, attitudes, perceived norms, and behavioral intentions in recreational athletes.

Design Single-blind randomized control trial (NCT# 04122274).

Setting University recreational sport in the United States.

Participants 75 recreational athletes (20 males, 55 females; mean age 20.29 ± 1.52 years) were randomized to one of two interventions.

Interventions (or Assessment of Risk Factors) The control arm (n=40) included a standard concussion education sheet and sham intervention. The intervention arm (n=35) included an interactive, theory-driven (socioecological model and theory of planned behavior) concussion education platform with a standard concussion education sheet.

Outcome Measures Participants from each arm completed a survey assessing the primary outcomes of concussion knowledge, attitudes, perceived norms, and behavioral intentions pre- and post-intervention. A general linear mixed model was used to identify the effect of arm and time (pre-post intervention) on outcome variables.

Main Results There were no significant interactions of arm by time. However, post-intervention scores were higher than pre-intervention scores for concussion-related attitudes (pre-post change=1.70; 95% CI: 1.06–2.35; p<0.0001), perceived norms (pre-post change=1.93; 95% CI: 1.33–2.54; p<0.0001), and behavioral intentions (pre-post change=0.57; 95% CI; 0.27–0.97; p=0.001)

Conclusions Findings suggest engaging with current, standard education content and/or more interactive content alongside supplemental information may improve concussion-related attitudes, perceived norms, and behavioral intention. Future research should examine education efforts centered on active engagement to improve continued disclosure of concussion and concussion-like symptoms.